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Flipping the Academic Writing Classroom
Abstract
Over the past two decades, flipped learning has become a buzz word in education discussions. Flipped learning was first applied to science teaching, where lecture has traditionally been the primary means of delivering new content to students (Bergmann & Sams, 2012). While many teachers have heard the term, it is often not well understood, and its application to English language teaching has not yet been explored in depth. This chapter aims to show how the flipped learning paradigm can be applied to an EFL academic writing class. This will be supported with empirical research involving surveys of students in an EFL scientific writing class, to examine how students interact with the video content, and their perceptions of the flipped learning format. This research differs from most previous research in focusing on how students are interacting with the materials in a flipped classroom context, rather than only focusing on the learning outcomes.
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